Auswahl der wissenschaftlichen Literatur zum Thema „Digital reading aloud“

ABSTRACT The researcher aims to investigate whether the Digital Fairy Tale Book effective in teaching reading comprehension. Theories used to support this research are from Patel and Jain (2008) about the audio visual media and reading. Audio visual media involves more than one sensory organs of the learner which improves retentiveness and makes learning permanent also seeing and hearing go together which play ordinary roles in learning. Meanwhile, reading is very important for the teacher to carry out, to know, and to check the students’ pronunciation, information, stress, paused, and rhythm and their ability in various short of punctuation marks. The researchers used experimental research of method, and took two classes consisting of 30 students each class as sample in SMP Al Washliyah Sumber. The data for this experimental study were students’ reading scores, and the reading scores were analyzed of using McMillan and Schumacher’s formula. The research found that the reading scores of the experimental group is higher than the control group. The result of t account is 0.75, t table is 1,672 for α = 5% it means that t account is higher than t table (t account > t table). Therefore, the conclusion is Digital Fairy Tale Book is effective in teaching reading comprehension. It makes the students enthusiastic to learn the fairy tale text and help them produce correct intonation or tunes and notice how English is spoken differently from the way they are written and listen very well. It is suggested to use of Digital Fairy Tale Book in Teaching Reading as an alternative media in order to students’ ability in Reading Aloud other genres of texts or to improve students’ listening skill. Keywords : Digital Fairy Tale Talking Book, Reading Aloud, Fairy Tale Text

This exploratory study examined 16 participants’ reasons for relating representations when reading online information that presented weather forecasts comprising a variety of representations. They were told to advise a friend, who was planning to paint the exterior of his house, based on the online information. The participants’ multimodal reading was tracked with a SMI RED (50 Hz) eye-tracker, and their reasons for relating representations were investigated through a retrospective think-aloud protocol cued by the recording of the individual’s reading behaviour and a stand-alone interview. In line with expected behaviour, results suggest that decision-making processes influenced the construction of reading paths. More interestingly, results showed that the participants’ reasons for making transitions between representations were to control and compare information. The discussion focuses on this study’s unique contribution in terms of new conjectures for future research.

As people who love and admire Yeats, we need to reckon with the fact that digital technology is profoundly transforming the ways that readers encounter and thus experience his poetry. I’ll begin on a mostly pessimistic note, arguing that digital media tends to encourage a mode of reading that is oriented toward the acquisition of practical knowledge and, in so doing, works to undercut the type of aesthetic experience that many of us traditionally associate with reading poetry. Next, I’ll briefly mention the lessons that we can learn from Yeats’s own efforts to use a new mass communication technology, radio, to encourage the public to see poetry as a living and communal form of art—which for him meant teaching people to appreciate those aural aesthetic qualities that are most apparent when a poem is chanted, sung, or read aloud. Finally, I’ll return to the relationship between Yeats’s poetry and digital technology in the present, offering a more hopeful take in which I’ll sketch out some of the ways that teachers can use digital tools to foster a mode of reading that, instead of fixating on practical knowledge, opens students up to the types of profound questions that this art form can evoke. Building on Marjorie Perloff’s work, this is a form of aesthetically-engaged reading that begins with the recognition “that a poem …is a made thing—contrived, constructed, chosen—and that its reading is also a construction on the part of the audience.”1

This paper aims at presenting an overview of recent studies on students’ strategic behavior while reading online texts in English as a second/foreign language. As the digital environment has unique features that may influence reading comprehension, it is necessary that readers develop strategies to better cope with the online demands (Leu et al., 2014; Cho & Afflerbach, 2017). The studies here described made use of a wide range of data collection procedures, approaching qualitative and quantitative methods, by using surveys, observations, interviews and think-aloud protocols. Their findings collaborate to the understanding that Internet/hyperlinked reading is a complex cognitive process, involving not only the transfer of paper-based strategies but also mastering computer and multimedia skills

AbstractParticipation in interactive reading activities can help children with language delays and disorders build important early language and literacy skills. Digital texts (i.e., books presented on tablets and computers) provide new opportunities for learning and supporting communication. Recently, researchers have investigated the use of digital texts that include visual scene displays (VSDs). In this approach, pictures on a tablet are programmed with “hotspots”; when the picture is touched, a word is spoken aloud. In addition, transition to literacy (T2L) features, including dynamic presentation of the text when a hotspot is activated, can be implemented with VSDs. This article provides a review of interactive reading interventions with children with language delays and disorders, and a discussion of the impact of using digital texts. We also describe the results of a pilot study intervention using digital texts including VSDs and T2L features with children with language delays in an inclusive preschool setting.

The digital image creativity, with its rhapsody and music, favors the pleasure reader of text sin verse and the reading comprehension of Tempestat de flama de Bartomeu Rosselló Pòrcel, catalan (2014) poetchosenforPAU-2015. The scanned images of the elements of poetic nature, centered in its context, breaks the barriers of formal text. While the young works the reading aloud internalized, this learns to be a good bard, shows an interest in his reading and he per forms best the deep analysis of content each poem. The video editing helps them to understand the poetic content and to understand better the view of world, of the author's life and of his work. ICTs bring us a didactic poetry very rewarding and creative for the ESO and the bachelor's degree.

The digital image creativity, with its rhapsody and music, favors the pleasure reader of text sin verse and the reading comprehension of Tempestat de flama de Bartomeu Rosselló Pòrcel, catalan (2014) poetchosenforPAU-2015. The scanned images of the elements of poetic nature, centered in its context, breaks the barriers of formal text. While the young works the reading aloud internalized, this learns to be a good bard, shows an interest in his reading and he per forms best the deep analysis of content each poem. The video editing helps them to understand the poetic content and to understand better the view of world, of the author's life and of his work. ICTs bring us a didactic poetry very rewarding and creative for the ESO and the bachelor's degree.

In this paper, the authors examine digital environments as a learning spaces and site of extended cognition by demonstrating the presence of active learning in both video games and their linked online collaborative communities. The authors use Shaun Gallagher's theory of extended mind to posit the notion that the shared cognitive space created in the game between creator and player can be extend to include many others through the digital communities of those players though gaming literacy. The authors conducted a think-aloud protocol with participants playing Yume Nikki, a minimalist Japanese indie game, then reading materials on hikikomori, a condition the creator is believed to have. They conclude from their results that active and creative learning of human communities should not be undervalued when designing virtual environments even when the environment is single-player.

Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). Teachers and School “Discipline” in Greece: A Case Study. European Journal of Social Sciences Education and Research, 7(1), 8. https://doi.org/10.26417/ejser.v7i1.p8-19

This study attempts to synthesize the findings of an Indonesian case study on reading experiences of nonnative-English-speaking ELT students. The researchers examined 36 students of bachelor program students using a descriptive qualitative design. The finding revealed that 55.6% of the students spent 2-3 hours reading, 27.7% spent 1-2 hours reading, while the rest 16.7% spent less than an hour reading. In term of genre, 69.4% of the students preferred scientific reading genre while 30.6% preferred fiction. Regarding the mode of reading materials, 86.1% of the students used printed material and the other 13.9% used digital reading material. The finding of this study presented that 75% of the students liked to read materials in their first language while the rest 25% preferred to read reading materials in English. About the students’ preference of reading activities, the data showed that 63.89% of the students chose activities such as a combination of doing preview, giving keywords, scanning, skimming, giving clarification, asking and answering questions, and making conclusions while 36.11% preferred reading activities involving a combination of brainstorming, conducting survey, reciprocal teaching, doing evaluation, making inference, re-reading, thinking aloud, and having discussion as the reading activities. In term of the place to read, 50% of the students read at home, 27.8% read in the classroom, and 22.2% read at the library. About the reading experience, 63.89% of students were satisfied while the other 36.11% thought that their reading experience was insufficient.

Högläsning är ett pedagogiskt verktyg med fördelar gällande såväl möten med olika texter som utvecklande av språkförståelsen. Traditionellt sker högläsning genom att någon läser högt för en grupp eller individ. Ljudböcker anses ha liknande fördelar som traditionell högläsning men det saknas forskning med elevresultat som stödjer antagandet. Avsaknaden av jämförelser mellan olika högläsningsmetoder blev grunden till studiens problemformulering.  Syftet med den här studien är av den anledningen att bidra med kunskap om hur olika fall av högläsning kan påverka elevers hörförståelse. Studien har genomförts med kombination av både kvantitativ och kvalitativ metod genom en undersökning som beskrivs som en interventionsstudie. Studien utgår från framtagna hypoteser och fokuserar på den individuella uppfattningen, därför har den kognitiva teorin använts i analyserna. Materialet har samlats in genom enkäter som elever i åldrarna 8–10 har fått svara på efter att de lyssnat på en berättelse.  I resultatöversikten framgår att de elever som lyssnat på digital högläsning med inlevelse har svarat bättre än de andra grupperna. I de enskilda frågorna är resultaten varierande och bidrar inte med någon definitiv slutsats. Studien bidrar dock med indikationer som både styrker den tidigare forskningen och ger bidrag till professionen genom att öppna upp för diskussioner om högläsningsmetoder och vilka fördelar som finns med de olika metoderna.
Reading aloud is a pedagogical tool with advantages regarding interaction with different text types as well as language development. Traditionally, reading aloud refers to someone reading aloud to a group or individual. Audiobooks are considered to have similar benefits as traditional reading aloud, but there is a lack of research on student results to support that assumption. The lack of comparisons between different reading aloud methods became the basis for this study’s focus.  Therefore, this study aims to contribute with knowledge about how different reading aloud methods can affect students listening comprehension. The study is a combination of quantitative and qualitative methods and is described as an intervention study. The study is based on hypotheses and its focus rests on the individual perception, therefore, the cognitive theory is used in the analysis. The material has been collected through surveys that students aged 8-10 answered after listening to a story.  The overall results indicate that audiobooks have the most positive impact on student’s comprehension. The results do not contribute to a definitive conclusion but it contributes with implications that both strengthen previous research and provide a contribution to the profession by opening up for discussions about reading aloud methods and their benefits.

Syftet med den här studien är att undersöka hur förskollärare motiverar barn i åldersgrupp tre-fem år till läsning i förskolan. Många forskare anser att det är viktigt med högläsning för språkutvecklingen och för att motivera barn till fortsatt självständig läsning, det bidrar även till att barnens fantasi utvecklas (Björklund, 2008; Ivarsson, 2008, s.). Det läggs mycket tid på digitala medier såsom iPad, Ikt i förskolan och gör att andra aktiviteter får mindre tid (Forsling, 2011). Min studie argumenterar för att läsning i förskolan inte får bortprioriteras av verktyg som iPads, utan de ska användas som komplement till läsning i verksamheten. I studien gjordes fyra intervjuer med fem förskollärare som har hand om barn i åldrarna tre - fem år i samma kommun. Syftet med intervjuer är att undersöka pedagoger tankar och erfarenheter av att motivera barn till läsning och att använda sig av digitala resurser. Resultatet visar att de motiverar barn till läsning bland annat genom att leva sig in i berättelsernas handling, dramatisera dem och genom att kombinera högläsning med digitala verktyg.
The purpose of this study is to explore how a selection of five preschool teachers thinks of reading aloud, and gets knowledge how to motivate children in the age of three-five years to read. Many scientists confirm that reading aloud to children is important because it enhances language development, reading aloud motivates children to continue to read on their own and contributes children´s fantasy develops according to read aloud. (Björklund, 2008; Ivarsson, 2008). As digital media seems to take over preschool activities increasingly (Forsling, 2011), my study is arguing that reading aloud doesn’t lose priority and that you can combine ipads with other activities like reading aloud. The study is based on four interviews with five preschool teachers from various preschools in the age group three-five years in the same community. The result shows that preschool teacher motivates children to read by different strategies such as theater, different environments and in the use of different forms of storytelling.

Studiens syfte är att ta reda på vilka erfarenheter utbildade förskollärare har av barns läsupplevelse vid högläsning av tryckt respektive digital barnlitteratur, samt vilka möjligheter och begränsningar förskollärarna anser att tryckt och digital barnlitteratur har. Metoden som används vid undersökningen är intervjuer som genomfördes med fem utbildade förskollärare. Resultatet visar att det finns olika former av läsupplevelse och som uppnås på olika sätt. Det framkom även att vilket syfte läsaren har med högläsningen påverkar också läsupplevelsens utfall. Vilken tid på dygnet samt hur förskollärarna planerar högläsningen varierar, men när det gäller vilka möjligheter och begränsningar de två läsverktygen har så var deras erfarenheter i stort sett lika. Avslutningsvis så visade det sig att syftet med högläsningen samt läsarens inlevelse och engagemang påverkar barnens läsupplevelse mer än valet av läsverktyg.
The aim of the study is to find out which experiences preschool teachers have of children´s reading experience when reading aloud in print and digital children´s literature. Also, which opportunities and limitations preschool teachers believe that print and digital children´s literature has. The method I used in the survey was interviews with five preschool teachers.  The result indicate that children can achieve different forms of reading experience in different ways. It was also revealed which purpose the reader has with the reading activity also affects the outcome of the reading experience. What time of the day and how preschool teachers plan the reading aloud activities varies, but when it comes to which opportunities and limitations the two reading tools have than the preschool teachers experience was quite the same. In conclusion, it turned out that the purpose of the reading aloud activities and the reader´s empathy and commitment affect the children´s reading experience more than the selection of reading tool.

碩士
玄奘大學
應用外語學系碩士班
101
This paper explores Chinese students’ failures of reading large amount of numbers（big numbers）. Moreover, whether corrective feedback can help students change their Chinese four-digit group separator（ten thousand separator；10,000 comma separator） to English three-digit group separator（one thousand separator；1,000 comma separator ）in English as second language learning. It also examines both students’ and teacher’s favorite types of corrective feedback. Fifty four participants in this research come from two sophomore classes at English department in Takming University of Science and Technology. They have been observed and recorded by a recorder for four weeks. Before the pretest, students were given a questionnaire about their experiences of learning English over three-digit group numbers and familiarization to be estimated by themselves. The pretest tried to do the error analysis. During the instruction, the researcher applied to record the processes of students’ learning English three-digit groups separator (one thousand separator) and corrective feedback which the teacher provided. Researcher compared with the questionnaire of students’ favorite corrective feedback. And have an interview with a teacher afterward. The findings revealed that most of the students and the teacher showed positive attitude towards corrective feedback. It also enlighten us“ Prevention should go before intervention.”；Otherwise, teachers could do much less error analysis or corrective feedback afterwards. Teachers should teach students appropriate digit separator（one thousand separator）and adopt adept scaffolding. Then, through students’ repeated practices, they can reach mastery learning.

Studiens syfte är att bidra med kunskap om förskollärares uppfattningar om arbetet med appen Polyglutt vid högläsning för att främja barns språkutveckling. Förskollärarnas reflektioner kring användandet av Polyglutt och fysiska böcker studeras också. Genom att använda kvalitativa semistrukturerade intervjuer genomfördes studien med åtta legitimerade förskollärare från sju olika förskolor och en förskoleklass. Materialet analyserades med kvalitativ innehållsanalys. Resultatet visar att förskollärarna i studien arbetar förhållandevis lika med appen Polyglutt. Samtliga förskollärare anser att Polyglutt är ett utmärkt komplement till fysiska böcker men för skilda syften. Det framkommer att appen Polyglutt kan användas för att främja barns språkutveckling men att högläsning oavsett högläsningsform har en positiv inverkan på barns språkutveckling. En av slutsatserna som framkommer i studien är att förskollärares närvaro i högläsningen med Polyglutt och fysiska böcker är betydelsefull i arbetet med barns språkutveckling. En annan slutsats enligt förskollärarna är att reflektion och diskussion om bokens innehåll är av stor betydelse. En blandning av Polyglutt och fysiska böcker vid högläsning visar sig vara fördelaktigt i arbetet med barns språkutveckling enligt förskollärarnas uppfattningar.
The purpose of the study is to contribute with knowledge of preschool teachers' perceptions of the work with the app Polyglutt during reading aloud to promote children's language development. Preschool teachers' reflections on the use of Polyglutt and physical books are also studied. Using qualitative semi-structured interviews, the study was conducted with eight licensed preschool teachers from seven different preschools and one preschool class. The material was analyzed with qualitative content analysis. The results show that the preschool teachers in the study work relatively equally with the Polyglutt app. All preschool teachers believe that Polyglutt is an excellent complement to physical books but for different purposes. It appears that the Polyglutt app can be used to promote children's language development, but that reading aloud, regardless of the form of reading aloud, has a positive impact on children's language development. One of the conclusions that emerges in the study is that preschool teachers' presence in reading aloud with Polyglutt and physical books is important in the work with children's language development. Another conclusion according to the preschool teachers is that reflection and discussion about the book's content is of great importance. A mixture of Polyglutt and physical books when reading aloud proves to be beneficial in the work with children's language development according to the preschool teachers' perceptions.

This essay focuses on the ‘voice’ as it sounds in a specific type of recordings. This recordings always reproduce a poet performing a poem of his/her by reading it aloud. Nowadays this kind of recordings are quite common on Internet, while before the ’90 digital turn it was possible to find them only in specific collection of poetry books that came with a music cassette or a CD. These cultural objects, as other and more ancient analogic sources, were quite expensive to produce and acquire. However, all of them contain this same type of recoding which share the same characteristic: the author’s voice reading aloud a poem of his/her. By bearing in mind this specific cultural objet and its characteristics, this study aims to analyse the «intermedial relation» that occur between a poetic text and its recorded version with the author’s voice. This «intermedial relation» occurs especially when these two elements (text and voice) are juxtaposed and experienced simultaneously. In fact, some online archives dedicated to this type of recording present this configuration forcing the user to receive both text and voice in the same space and at the same time This specific configuration not just activates the intermedial relation, but also hybridises the status of both the reader, who become a «reader-listener», and the author, who become a «author-reader». By using an interdisciplinary approach that combines philosophy, psychology, anthropology, linguistics and cognitive sciences, the essay propose a method to «critically listening» some Spanish poets’ way of vocalising their poems. In addition, the book present Phonodia web archive built at the Ca’ Foscari University of Venice as a paradigmatic answer to editorial problems related to online multimedia archives dedicated to these specific recordings. An extent part of the book is dedicated to the twenty-eight interviews made to the Spanish contemporary poets who became part of Phonodia and agreed in discussing about their personal relation to ‘voice’ and how this element works in their creative practice.

Abstract This paper is concerned with how the spatial distribution of written informings in a serious game activity at an interactive tabletop (ITT) induces participants to read aloud interactionally relevant information to each other in the process of co-constructing a shared understanding. Engaging in an unfamiliar game activity, the participants are all equally dependent on written informings from the interface that serve as a game manual and provide crucial information for jointly achieving the game task(s). When it comes to making use of these written informings, we find the participants to read them aloud, making them accountable within the group. Our findings from multimodal video analysis of two reading-aloud cases suggest that the written informing’s directionality and distribution (here, either designed as ‘distributed’ or ‘shared’ among the interface) regulate the participants’ access to information. And that participants who cannot visually access the information they are interested in reading (aloud) co-organize fine-grained joint successive actions build on and actualized by read-aloud utterances. These joint actions allow them to align their orientation and share their understanding of game activity-relevant content.

Reading is an important ability, especially for patients during their medical treatment. It is needed, for instance, to complete administrative forms and patient-reported outcome questionnaires in clinical routine. Unfortunately, not every patient is able to read caused by illiteracy, low vision or simply speaking another language. Thus, a minder is required to support the mentioned reading tasks. Providing patients with the possibility to read and understand texts without additional help is an important factor to improve their self-empowerment. Digital voice pens can be programmed to play prerecorded audio files if tipped onto predefined areas of interactive paper. They can be a tool for impaired patients to read texts aloud in multiple languages. In this work, we wanted to evaluate the possibilities of these digital voice pens. A feasibility study was conducted by using the commercially available tiptoi digital voice pen by Ravensburger AG and the tttool application by Joachim Breitner for the programming of the pen. Focusing on the use case of questionnaires, a schematic questionnaire was implemented which enforced the usage of a digital voice pen. To simulate foreign languages or illiteracy, questions and answers of the document were represented by placeholders and the digital voice pen was required to read aloud the question texts. The correctness of the given answers was documented and the usability of the digital voice pen was measured by the System Usability Scale. The evaluation was performed by 15 volunteers (8 male/7 female) between 24 and 35 years old. The usability and acceptance of digital voice pens were rated as “Good” in our constructed setting.

This study examined whether the pedagogical use of Spaceteam ESL (English as a Second Language), a digital shouting game, could contribute to the development of Oral Reading Fluency (ORF) among 71 English students in secondary schools in Mombasa, Kenya. Following a mixed-methods approach for data collection and analysis, we pre- and post-tested the participants on their ability to read aloud efficiently (speed) and accurately (accuracy) in three tasks: (1) phrases extracted from the game; (2) phrases not related to the game; and (3) an anecdote. Our findings indicate that participants who played Spaceteam ESL improved their ORF on all measures of speed, but no significant differences were observed in terms of accuracy. Overall, these findings corroborate our hypothesis that some of the affordances of Spaceteam ESL (e.g. speed reading) would contribute to the development of some aspects of ORF.

In this chapter, the authors examine digital environments as a learning spaces and site of extended cognition by demonstrating the presence of active learning in both video games and their linked online collaborative communities. The authors use Shaun Gallagher's theory of extended mind to posit the notion that the shared cognitive space created in the game between creator and player can be extend to include many others through the digital communities of those players though gaming literacy. The authors conducted a think-aloud protocol with participants playing Yume Nikki, a minimalist Japanese indie game, then reading materials on hikikomori, a condition the creator is believed to have. They conclude from their results that active and creative learning of human communities should not be undervalued when designing virtual environments even when the environment is single-player.